A Socio-Cultural Approach to Evaluating and Designing Reading Comprehension Apps for Language Learning

Abstract

Mobile devices are increasingly promoted as tools to facilitate ubiquitous and individualized learning, allowing learners to work at their own pace in authentic and meaningful settings. However, in the case of second language learning, there is a paucity of apps and tools related to improving students' reading comprehension in both Spanish and English. Additionally, there are few studies that address the evaluation of applications for reading comprehension and innovation in this field and this is required in order to respond to the needs of transformation in language learning teaching. The authors present an original evaluation of 25 English language learning mobile apps using the iPAC app rubric, which identifies the pedagogical features of mobile learning: personalisation, authenticity, and collaboration. The results indicate that many of the existing apps fail to fully exploit the affordances of mobile learning and collaboration in particular. The findings suggest recommendations for app developers to design comprehension apps that address these shortcomings.